FOREIGN LANGUAGE CURRICULUM FOR ELEMENTARY

FOREIGN LANGUAGE CURRICULUM
FOR ELEMENTARY SCHOOLS
SPANISH
Department of Catholic Schools
Diocese of Tucson
June 2008
Table of Contents
Acknowledgement……………………………………………………………3
Vision Statement…………………………………………………………….. 5
Introduction ………………………………………………………………….6
Pre-school and Kindergarten………………………………………………..8
Readiness (Grades 1-3)……………………………………………………..10
Foundations (Grades 4-6)…………………………………………………..16
Essentials (Grades 7-8)……………………………………………………..23
Appendix
SLE Adaptations………………………………………………………..29
Prayers…………………………………………………………………..32
Songs…………………………………………………………………….35
Resources………………………………………………………………..42
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Acknowledgement
The Department of Catholic Schools deeply appreciates the work of the curriculum committee
who worked to ensure that the languages of Spanish, Tohono O’odham and Apache, based on
current national standards, will provide teachers with a document which is teacher-friendly and
adaptable to student learning needs. We appreciate the passion and expertise which was shared
and we are very grateful for your willingness and dedication to this project.
Sr. Rosa Maria Ruiz, CFMM
Superintendent
Jean McKenzie, Ed.S.
Assistant Superintendent
Mary Ann Hendrickson
Programs Coordinator
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Committee Members
Matthew Chavez
Adrienne Garcia
Michelle Garmon
Cindy Scheuer
Olga Unangst
Santa Cruz School
Immaculate Heart School
St. Thomas Pre-school
Our Mother of Sorrows School
St. Cyril School
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VISION STATEMENT
This Foreign Language curriculum embraces a broad spectrum of communication skills
utilizing the five C’s of essential foreign language education: Communication, Culture,
Connections, Comparisons and Community. The standards presented offer a vision of
what students should know and be able to do with other languages. In order to attain these
standards, students require a foreign language program that provides rich curricular
experiences. The goal of this curriculum is to develop positive attitudes and excitement
toward learning the Spanish language. Through the skills of listening, speaking, reading
and writing, students are able to broaden their awareness, acceptance and understanding of
the Hispanic culture.
This program is designed to accommodate varying levels of language learners as they
progress through the stages of the National Foreign Language Curriculum with Readiness,
Foundations, and Essential objectives.
Additionally, elements of the Catholic faith tradition are integrated into this Spanish
curriculum in order to provide a meaningful language and cultural experience within the
context of the Catholic faith.
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INTRODUCTION
This foreign language curriculum is based on the National Foreign Language Standards (2006). The
curricular elements of the Foreign Language Standards incorporate the five C’s: Communication,
Culture, Connections, Comparisons, and Communities. It is divided by levels of Readiness,
Foundations and Essentials with each level having its own set of objectives.
The purpose of this curriculum is to provide teachers and school administrators with a common
academic standard which targets specific milestones and goals in teaching the Spanish language to
students in grades preK-8.
Due to the varied ability of language students and the wide variety of instructional situations within
the individual schools, this curriculum has been formatted in a non-graded fashion, appropriate for all
learners, preK through 8.
This curriculum is designed to address the specific readiness skills to begin studying a language,
foundational skills to continue language development and essential skills to master necessary
competencies, giving students a well-rounded foundation and appreciation of the language for further
study.
Provided in this curriculum is a checklist for the objectives. This checklist provides an easy method
to view the experience gained by the language student.
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Additionally, language resource pages and Student Learning Expectations pages are provided and
may be adapted by individual schools.
Citations used within the curriculum refer to foreign language standards and the objectives within the
Readiness, Foundation and Essential competencies. (i.e. FL1-E2: foreign Language Standard 1,
Essential 2). Furthermore, suggested activities and assessments are offered to assist novice instructors
in the formulation of ideas for lesson planning and assessment.
The goal of this curriculum is to develop positive attitudes and excitement toward learning the
Spanish language. As Catholic school educators, we believe that understanding a different culture will
create an appreciation and awareness for the diversity of all God’s children.
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Spanish
Level: Pre-Readiness
(PreK-K)
Communication – Communicate in Languages other than English
Standard 1: Students engage in conversation, provide and obtain information, express feelings, and preference, and exchange
ideas and opinions.
PreK K
Citation Objective: The student will:
Activity/Assessment/Experiment
P.1.1
Respond to simple commands
“Hello” “Goodbye” “How are you today?” etc.
P.1.2
Listen and recite simple words and phrases
“How are you today?” “Very well.”
P.1.3
Listen to short conversations/stories on familiar
Teacher will read a short story in English and repeat in
topics
foreign language
P.1.4
Listen and recite expression of feelings
“How are you feeling today?” Happy, sad, excited, etc.
Standard 2: Students understand and interpret written and spoken communication on a variety of topics.
PreK K
Citation Objective: The student will:
Activity/Assessment/Experiment
P.2.1
Listen and recite colors
Red, orange, yellow, green, blue, purple, pink, black,
brown, white, and gray
P.2.2
Listen and recite shapes
Square, rectangle, triangle, circle, star, heart, and oval
P.2.3
Listen and recite numbers
1 through 10 and 11 through 20
P.2.4
Listen and recite simple prayers, songs and poems Hail Mary, Glory Be, Thank Thank Thank You Lord,
Itsy Bitsy Spider, Happy Birthday, etc.
P.2.5
Explore topics related to school subjects in the
Point to item or photograph say word in English and
target language including: weather terms, animals, repeat in foreign language. Students repeat.
clothing, family, classroom objects, body parts,
and geographical concepts
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Communication
Standard 3: Students present information, concepts, and ideas to an audience of listeners and readers on a variety of topics.
PreK K
Citation Objective: The student will:
Activity/Assessment/Experiment
P.3.1
Greet people and make small conversations
Listen and repeat to conversation words: Hello, how
are you today?
P.3.2
Follow simple instructions, ask, and answer
Listen and repeat instructions.
questions
P.3.3
Participate in a school or community celebration
Participate in an annual cultural festival.
P.3.4
Perform a song or skit in the target language
Plan, practice, and perform for a group of individuals at
school or in the community.
Cultures – Gain Knowledge and Understanding of other Cultures
Standard 4: Students demonstrate an understanding of the relationship between the practices, products, and perspectives of
the culture.
PreK K
Citation Objective: The student will:
Activity/Assessment/Experiment
P.4.1
Participate in age-appropriate cultural activities
See appendix for ideas of games and celebrations
such as games, songs, and celebrations
P.4.2
Make basic comparisons between celebrations of
Halloween and Dia de los Muertos, Independence Day
the target culture and own culture
P.4.3
Recognize culture artifacts, symbols, and songs
Mexican flag, calacas, Calaveras and other symbols of
that serve similar purpose
Día de los muertos
Connections – Connect with other disciplines and acquire information
Standard 5: Students reinforce and further their knowledge of other disciplines through the foreign language.
PreK K
Citation Objective: The student will:
Activity/Assessment/Experiment
P.5.1
Explore a variety objects from the culture
Food, clothing, musical instruments, money, flags
P.5.2
Listen to and talk about age appropriate folk tales, See appendix for appropriate stories
short stories, poems and songs that are written for
native language
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Level: Readiness (Gr. 1-4)
Communication – Communicate in Languages other than English
Standard 1: Students engage in conversations, provide and obtain information, express feelings and preferences, and exchange
ideas and opinions.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
1FL-R1
Greet people, make small talk and
Practice conversations with each other
close conversations
sing songs
Do rhymes to remember vocabulary
greetings
1FL-R2
Give and follow simple instructions Commands
and ask and answer questions
Classroom management phrases and question words
Practice these words as instructions are given.
Gestures can be given to help increase understanding.
1FL-R3
Express likes and dislikes
Me gusta, No me gusta
As students learn other vocabulary, teacher will
continually ask for their opinions.
1FL-R4
Describe people, places and things
in their daily lives
1FL-R5
Identify occupations in the target
language
Classroom objects
Family words
Learn words through gestures and silly songs. Use
these words in the context of sentences.
Teachers and personnel in school
Learn vocabulary about different positions in the
school, where they work and what they do.
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Communication
Standard 2: Students understand and interpret written and spoken communication on a variety of topics.
1 2 3 4 5 6 7 8 Citation
Objective: The student will:
Suggested Activities/Assessment
2FL-R1
Respond to simple commands
Classroom commands
Respond to commands by acting out nonverbally.
2FL-R2
Read and understand simple words
Commands and common phrases
and expressions
Introduce vocabulary and put gestures to the words.
Create a word of the week to practice.
2FL-R3
2FL-R4
Comprehend short
conversations/stories on familiar
topics
Identify people and objects based on
oral and written descriptions
2FL-R5
Interpret gestures, intonation and
other visual and auditory clues
2FL-R6
Comprehend the main ideas and
identify the main characters of short
stories or children’s literature.
Create stories using vocabulary (see textbook
resources).
Practice vocabulary then read and act out the stories.
Colors and clothing
Describe a person in the class using color and clothing
words. Have students guess who is being described.
Use gestures or auditory clues for most vocabulary.
These gestures can be used as clues.
Use of pictures or other visuals encouraged.
Read stories created in class or teacher-driven stories.
Teacher can create stories in Power point, using
vocabulary.
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Communication
Standard 3: Students present information, concepts and ideas to an audience of listeners and readers on a variety of topics.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
3FL-R1 Recite stories and simple materials (i.e.,
Sing songs based on various vocabulary words
stories, songs, poems, advertisements and (see CD list for ideas).
popular sayings) with appropriate
Act out stories that are teacher-created or classexpression
created.
SLE: skits/songs for mass, prayers
3FL-R2 Write or orally present brief messages
Oral presentations or short stories or skits
3FL-R3
Present descriptions of familiar people,
places and things to a group
3FL-R4
Read and recite short poems or stories
with appropriate expression
Family and Classroom objects: learn classroom
objects through visuals or TPR.
Talk about quantity and descriptions of family
members.
Recite prayers such as the “Hail, Mary”.
Act out stories with expression that indicated
understanding.
Cultures - Gain Knowledge and Understanding of other cultures
Standard 4: Students demonstrate an understanding of the relationship between the practices, products and perspectives of the
culture studied.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
4FL-R1 Use appropriate gestures and oral
Talk about cultural differences.
expressions for greetings, leaveUse native students from the classroom as examples.
takings and courtesy phrases
4FL-R2 Participate in age appropriate
Students may learn Mexican holidays including Día de
cultural activities such as games,
los Muertos, Mexican Independence day, Virgin de
songs, celebrations and short
Guadalupe, Las Posadas, Christmas carols, Easter,
dialogues
Cinco de mayo
4FL-R3 Identify and describe a variety of
Students will learn something of the special holiday
objects from the cultures (toys,
foods in Mexico.
dress, buildings, food)
4FL-R4 Identify parts of the world where the There are twenty different countries that speak Spanish.
target language is spoken
Students may look at and label maps.
Students may do flag activities.
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Connections - Connect with Other Disciplines and Acquire information.
Standard 5: Students reinforce and further their knowledge of other disciplines through the foreign language.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
5FL-R1 Explore topics related to other
Math: after learning numbers, students can do math
school subjects in the target
problems in Spanish
language including weather terms,
Geography: Students can learn about other countries
math facts, measurements, animals
that speak Spanish
or geographic content
History: Students will learn a little of the history
behind such celebrations as Mexican Independence
Day and Cinco de Mayo.
Weather: Students may learn weather terms and are
able to identify the weather of the day.
Standard 5.1: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign
language and its culture.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
5FL-R2 Read or listen to and talk about ageappropriate folk tales, short stories,
poems and songs that are written for
native speakers.
Suggested Activities/Assessment
Students may listen to Mexican Christmas carols,
birthday songs and legends from Mexico.
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Comparisons - Develop Insight into the Nature of Language and Culture
Standard 6: Students demonstrate understanding of the nature of language through comparisons of the language studies and
their own.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
6FL-R1 Recognize that words are borrowed
from one language to another
Suggested Activities/Assessment
Point out cognates in stories and songs throughout the
year.
Explain that Spanish is one of the romance languages,
coming from Latin and that many of the phrases are
very similar each of the romance languages.
Encourage native speakers to compare and contrast the
words they use (many are Anglicized versions)
Standard 6.1: Students demonstrate understanding of the concept of culture through comparisons of the cultures studies and
their own.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
6FL-R2 Make basic comparisons between
Dia de los Muertos, Mexican Independence Day,
the celebrations of the target culture Virgen de Guadalupe, Las Fallas, Festival de San
and their on culture
Fermin, Cinco de Mayo
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Communities – Participate in multilingual communities at home and around the world
Standard 7: Students use the language both within and beyond the school setting.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
7FL-R1 Participate in a school or community
celebration
7FL-R2
Perform a song or skit in the target
language for an audience
7FL-R3
Understand and listen to
presentations about occupations or
careers
Suggested Activities/Assessment
Students may participate in holiday activities such as
Las Posadas or Día de los Muertos.
Students may participate in liturgical celebrations such
as Virgen de Guadalupe.
Students may sing songs for other classes or for talent
shows.
Students may perform skits at school mass.
Students may have guest speakers come to talk to them
about their professions.
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Level: Foundations (Gr. 4-6)
Communication: Communicate in Languages other than English.
Standard 1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange
opinions.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
1FL-F1 Comprehend and interpret a brief
Comprehend, interpret and recite prayers such as The
narrative, poem or prayer
Lords Prayer and The Hail Mary. Sing De Colores
using sign language. Students recite aloud to each
other and teacher.
1FL-F2 Comprehend brief written messages Students will make will write short message on
and short personal notes
greeting cards such as valentines, birthdays, letters,
etc.
Students will be evaluated for comprehension and
written work.
1FL-F3 Comprehend simple recorded
Comprehend recorded material in songs, such as
material
Christmas songs, De Colores, Las Mañanitas; listen to
recordings and sing as they use sign language for
comprehension. Assess for comprehension by
demonstrating correct signs, verbal presentation, and
oral questions.
1FL-F4 Follow simple written instructions
Give verbal and written instructions that they will
follow. Practice the vocabulary using “Teaching
Proficiency through Reading” (TPR) actions. Topics
may include the alphabet and rules of pronunciation.
Assess for comprehension and oral participation.
1FL-F5
Identify parts of a short story, e.g.,
climax, main idea, conflict
Draw pictures identifying the climax, main idea, and
conflict of a mini-story. Act out the story using TPR
actions. Evaluate for comprehension by their
demonstrations, discussions and questions
1FL-F6
Identify and describe the main
ideas/themes/characters in a story.
Draw pictures and then describe to each other the main
characters in a mini-story.
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Communication
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
2FL-F2 Give and follow directions to carry
Give directions to each other and then to the class.
out a specific task and ask questions Evaluate for comprehension with oral questions and
for clarification
commands.
2FL-F3 Exchange information about
Explain to each other/teacher/class how they celebrate
personal events and memorable
specific holidays and celebrations at their home.
experiences
Evaluate by oral questions and presentations.
2FL-F4 State opinions about objects, people State to each other likes and dislikes pertaining to
and events present in their everyday specific objects, people or events in their lives.
lives
Evaluate by their verbal presentation.
2FL-F5
Acquire goods or information
through interaction
State information given to them by others
such as story telling. Learn foods and how to order in
Spanish at a restaurant. Other topics may include the
vocabulary for the calendar. Evaluate by their verbal
presentation and questions.
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Communication
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
3FL-F1 Perform short plays, poems, prayers, Perform Christmas songs and dances during school
songs and dances.
celebrations such as Las Posadas. Evaluate by their
performance and presentation.
3FL-F2 Write or orally present brief
Present the instructions to each other and to the class
messages that provide information
with map skills. Other topics may include the
vocabulary for travel and vacation. Evaluate by their
written and oral presentation.
3FL-F3 Present basic (biographical)
Introduce themselves and each other in front of the
information about self or others in
class. Identify the informal and formal vocabulary use
front of a group
of oral presentation. Other topics may include the
family and community. Evaluate by their verbal
presentation.
3FL-F4 Read and recite short poems or mini- Memorize and recite, short poems, prayers, songs, etc.
stories with appropriate expression
Evaluate presentations.
and rhythm
3FL-F5 Share their interpretations, reactions, State their opinions regarding certain literature or their
and feelings about a piece of
own mini-stories. Evaluate by their oral questions and
literature
discussion.
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Cultures: Gain Knowledge and Understanding of other cultures.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture
studied.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
4FL-F1 Identify and discuss (in English, if
Examine and participate in the Hispanic holidays such
necessary) typical behaviors from
as Día de los Muertos, Our Lady of Guadalupe, Las
the target culture in a variety of
Posadas, 16 de septiembre, 5 de mayo, etc. Participate
specific settings
in Día de los Muertos by bringing pictures to an altar
and sharing memories of people that have died.
Perform a skit of the story of Our Lady of Guadalupe.
During Christmas celebrate Las Posadas by
participating in a procession asking for shelter.
Assess: questions, discussion
4FL-F2 Identify on a map the countries
Use internet to research Spanish speaking countries
where the target language is spoken and then draw on a poster board the country to include
and the major cities and
cities and geographical features. Present their
geographical features
countries to the class. Other topics may include
professions. Evaluate by their presentations.
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Cultures
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture
studied.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
4FL-F3 Use culturally appropriate language Comprehend and apply the difference between formal
and behaviors in basic school and
and informal greetings. Students will have different
social situations such as customs
scenarios in order to understand and present the
with foods, clothing, etc.
difference between formal and informal
communication and other customs such as foods and
clothing. Evaluate by oral discussions and
presentations.
4FL-F4
Interpret cultural messages
expressed in signs, symbols,
advertisements, etc., in the target
language
Examine the picture of Our Lady of Guadalupe and
interpret the signs and symbols found in the image.
Examine the flag and its symbols.
Connections: Connect with Other Disciplines and Acquire information.
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
5FL-F1 Discuss topics in other school
Comprehend and apply math facts and math problems
subjects in the target language
in Spanish. Give directions. Evaluate by their verbal
including geographical terms,
and written presentation.
historical facts, mathematical terms
and problems, and scientific
information
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Connections
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign
language and its culture.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
5FL-F2 Comprehend articles or short
Watch and comprehend a religious video in Spanish.
videos in the target language on
Take notes and answer questions regarding the videos.
topics being studied in other
Evaluate by their written answers and discussions.
classes
Comparisons: Develop insight into the nature of language and culture.
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studies and
their own.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
6FL-F1
Identify and compare (in English, if
necessary) cultural perspectives of
people in both their own culture and
the culture being studied relating to
family, school, work and play
6FL-F2
Recognize (in English, if necessary)
the process of word/idea borrowing
from one language by another
Distinguish between the sound
system and the writing system of the
target language and the same
elements in their own language
Compare appropriate gestures in the
target language and the culture
studied to their own.
6FL-F3
6FL-F4
Topics may include: names, fiestas – piñata,
mariachis, sports -el béisbol, la quinceañera, school
schedules, body language and gestures, bargaining
over price of an item, breakfast in Spain, telling time,
and saint days.
Assess: discussions
Find cognate words as they read stories in Spanish.
Evaluate by their verbal and written abilities.
Compare the different sounds in the Spanish and
English alphabet. Evaluate by their verbal discussion.
Through the study of proximity to Mexico, Holidays
such as Día de los Muertos and Halloween, Navidad
and Christmas, etc.
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V: Communities: Participate in multilingual communities at home and around the world.
Standard 5.1: Students use the language both within and beyond the school setting.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
7FL-F1 Use the library to select, magazines, Select, magazines, CDs, internet sites, etc., and will
CDs, internet, etc., in the target
share these with the class. Evaluate by their verbal
language; share their content with
presentation.
others
7FL-F2 Identify people in the community
People from the community such as a Hispanic dance
who use the target language in their instructor, restaurant owner, social agencies, and
work; invite them to share
touring industries will be invited to share information
information with the class and ask
and answer questions to the class. Assess: orally
the questions.
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and
enrichment.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
7FL-F3 Create original materials (e.g., short Write short stories, letters, poems, make crafts to
stories, poems, crafts) to exchange
exchange with schools (Sacred Heart school and
with classes in other communities or Immaculate Conception school), communities or
countries
countries. Evaluate by their verbal and written
presentation.
7FL-F4 Present information to others (in
Present information to others describing the language
English, if necessary) about the
and its culture. Evaluate by their verbal and written
target language and culture
presentations.
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Level: Essentials (Grades 7-8)
Communication – Communicate in languages other than English.
Standard 1: Students engage in conversations, provide and obtain information, express feelings and preferences, and exchange
ideas and opinions.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
1FL-E1 Express and react to a variety of
Written and oral quiz
feelings
1FL-E2 Develop and propose solutions to
Students discuss school issues and problems and write
issues and problems cooperatively
up a solution to the issue or problem.
with other students
1FL-E3 Support opinions with factual
Students write a letter to the editor of a magazine or
information
newspaper expressing their opinion on a particular
topic
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Standard 2: Students understand and interpret written and spoken communication on a variety of topics.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
2FL-E1 Comprehend the main idea in
Student oral summaries
authentic oral and written materials
Students illustrate a story to demonstrate
on familiar topics
comprehension
2FL-E2 Comprehend well-developed
Create Illustrations to demonstrate comprehension.
paragraphs containing complex
Written test
sentences and idiomatic expressions
2FL-E3 Comprehend, interpret and analyze
Students read a folktale in Spanish and write an
the style of a short piece of fiction or alternate ending using the elements of a folktale.
essay on familiar topics
2FL-E4 Identify characteristics of a variety
Students read several short folktales in Spanish and
of literary genres, e.g., short stories, write a recipe or an instructional booklet on how to
plays, essays`
create a folktale
Students will create a skit using elements of a skit or
play.
2FL-E5 Identify emotions and feelings from Students create a picture that identifies the emotion
selected reading material
conveyed in a short story or poem.
2FL-E6 Read a poem and analyze its
Written test
components
Students act out the poem
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Standard 3: Students present information, concepts and ideas to an audience of listeners and readers on a variety of topics.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
3FL-E1 Present understandable written
Students create a radio announcement that advertises a
reports and summaries
short story they read and present it to the class.
Students create a postcard or brochure about a Spanish
speaking country they researched and present it to the
class.
3FL-E2 Perform short, student-created skits
Students use vocabulary to create a skit or commercial
and scenes
and then perform in class.
3FL-E3 Present a brief speech
Students recite a prayer or poem of their choice (to
class or to school assembly)
3FL-E4 Prepare tape-(audio) or videoStudents create a radio announcement, commercial, skit
recorded materials
or interview that is to be recorded and presented to the
class.
3FL-E5 Retell a story
Students present a story they created
Cultures – Gain knowledge and understanding of other cultures.
Standard 4: Students demonstrate an understanding of the relationship between the practices, products and perspectives of the
culture.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
4FL-E1 Investigate and participate in ageHoliday performances (Cinco de Mayo Celebration
appropriate cultural practices related performances)
to business, sports and entertainment
4FL-E2 Use and respond appropriately to
Oral or written test
idiomatic verbal and nonverbal
Create a skit
expressions
4FL-E3 Identify, experience or produce
Create a greeting card
expressive products of the culture,
Create milagros for All Saints day.
e.g., advertisements, stories, poems
4FL-E4 Recognize simple themes, ideas or
Create a dialogue between friends and then a dialogue
perspectives of the culture and the
between an adult and a child to demonstrate how
relationships to socially acceptable
informal and formal language is used.
behavior
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4FL-E5
4FL-E6
4FL-E7
Identify the areas in the U.S. where
the target language is most
commonly spoken, noting the
impacts.
Recognize how the target language
and its culture add to the richness of
our own cultural diversity
Recognize when to switch between
formal and informal language
Research Florida, New York and Southwest. Write a
report on the positive impacts of Spanish speakers in
these areas
Students write an article for a travel magazine that
promotes visiting a Spanish restaurant, store or festival
within their community. (Mariachi Conference,
Language Fair)
Students create an 8 section comic strip showing how
one would communicate with a friend and an adult.
(teacher, principal, etc.)
Connections – Connect with other disciplines and acquire information.
Standard 5: Students reinforce and further their knowledge of other disciplines through the foreign language.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
5FL-E1 Present reports in the target
(Science, Social Studies, History) Students write a
language orally and/or in writing on story that is part fiction and part fact using concepts
topics being studied in other classes studied in other classes.
5FL-E2
Generate reports for other content
areas using information acquired
through sources in the target
language
Written report with work cited page
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Comparisons – Develop insight into the nature of language and culture.
Standard 6: Students demonstrate understanding of the nature of language through comparisons of the language studied and
their own.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
6FL-E1 Understand how idiomatic
In class discussion
expressions impact communication
Students illustrate the literal meaning of an idiom
and reflect culture
6FL-E2 Demonstrate awareness that there is In class discussion
more than one way to express ideas
across languages.
6FL-E3 Recognize that there are linguistic
In class discussion
and cultural concepts that exist in
one language and not in another
6FL-E4 Compare and contrast a variety of
Written test
art forms (e.g., music, dance, visual Students create a Venn Diagram
arts, drama) with their own culture
Class discussion
through oral and/or written
descriptions and/or performance.
Communities – Participate in multilingual communities at home and around the world.
Standard 7: Students use the language both within and beyond the school setting.
1 2 3 4 5 6 7 8 Citation Objective: The student will:
Suggested Activities/Assessment
7FL-E1 Research and present a topic related Use Webquest, call or visit local Latin or Hispanic
to the target language or culture,
organizations to obtain information. (LULAC,
using resources available outside the Hispanic Coalition Tucson International Mariachi
classroom
Conference, Arizona Historical Society.)
7FL-E2 Write letters or electronic messages Write letters to Spanish speakers that are part of an
to native speakers
ESL program from other schools.
7FL-E3 Interview community members who Students interview family members, friends or teachers
speak the target language on topics
that are Spanish speakers. (oral or written report)
of personal or professional interest;
report the results orally or in writing
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7FL-E4
7FL-E5
Write letters to U.S. communities
and other countries where the target
language is used to request
information on topics of interest;
report orally or in writing about the
information received.
Identify and select written or oral
materials of individual interest;
report on them to others
Write letters to visitor bureaus or tourism centers in a
Spanish speaking country. (oral or written report)
Students write a book report
Group discussion
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Student Learning Expectations Adaptations
St. Cyril of Alexandria Sample
1. ACTIVE CHRISTIANS WHO:
a. show respect for God, self, family, others, Church, authority, property and creation
b. demonstrate basic knowledge of the foundations of their faith and Catholic Church teachings
c. demonstrate a moral conscience by modeling good behavior
d. participate in service to the Church, family, school, and community
e. prepare and participate in liturgical celebrations and sacraments
Lesson Suggestions: Students learn and say Spanish prayers, such as El Padre Nuestro and El Ave Maria. They examine and
participate in Hispanic religious cultures, such at Day of the Dead and Las Posadas. Students learn Spanish songs to sing at the
nursing homes.
2. LIFE LONG LEARNERS WHO:
a. demonstrate an enthusiasm for learning
b. demonstrate a solid foundation in the basics of all diocesan subject areas
c. develop research skills
d. employ self-discipline skills to achieve learning
e. apply a variety of problem solving and critical thinking strategies
f. adapt to the change within their environment
Lesson Suggestions: Students sing, pray and use vocabulary in order to retain the Spanish Language. They locate information as they
learn to use the Spanish- English Dictionary.
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3. EFFECTIVE COMMUNICATORS WHO:
a. demonstrate listening skills
b. read, write and speak correctly and effectively
c. ask appropriate questions
d. utilize technology
e. recognize, understand, and use nonverbal communication
Lesson Suggestions: Students will listens, read, write and speak correctly and effectively in Spanish as they learn a variety of
vocabulary and stories. Students use sign language in order to comprehend vocabulary, songs, and prayers. Students learn to use
technology such as how to apply Spanish symbols into their documents.
4. RESPONSIBLE CITIZENS WHO:
a. take responsibility for their action
b. know and practice their basic civic responsibilities
c. recognize each person’s interdependence with their environment and the world
d. promote achievement of community goals
e. exhibit positive leadership
f. take responsibility for their action
Lesson Suggestions: Students contribute to the community’s well being by singing Spanish songs at the nursing home.
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Our Mother of Sorrows Sample
1. Active Christians who:- live prayer in daily life, actively participate in liturgical, Para liturgical, and sacramental celebrations
read, comprehend, and spread the message of the Gospel
Lesson ideas:
Learn prayers in Spanish
Do skits at church on holy days
Sing mass songs in Spanish
2. Active Community Builders who: develop and use life skills to build community, show respect and tolerance toward diverse people
and ideas, demonstrate ethical and moral behavior and decision making
Lesson ideas:
Discuss immigration and its effects
Talk about how we can help those who may not speak our language
Discuss, compare/contrast different holidays
Compare/contrast different customs
3. Responsible Global Citizens who: practice corporal and spiritual works of mercy, recognize the dignity and worth of those whom
we serve, show consideration and responsibility toward God's creation
4. Engaged Learners who:, meet academic goals individually and collaboratively,- can apply problem solving techniques to a variety
of situations, use a wide variety of educational resources including technology, participate in ancillary programs such as music, art,
and physical education
Lesson ideas:
Use computers to do webquests and search for information on different countries
Use technology to listen to audio, music
and other recordings
Use technology to record classroom stories
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PRAYERS
1. Angel de mi Guarda
Angel de mi guarda mi dulce compañia
No me desampares
Ni de noche ni de día.
Si tu me desampara que sera de mi.
Angel de mi guarda
Ruega a Dios por mi.
2. El Padre Nuestro
Padre nuestro
Que estás en el cielo.
Santificado sea tu nombre;
Venga tu reino,
Hágase tu voluntad
en la tierra como en el cielo
Danos hoy el pan de cada día; perdona nuestras ofensas
Como también nosotros perdonamos
a los que nos ofenden;
No nos dejes caer en tentación
Y líbranos de todo mal.
Amen
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3. El Ave María
Dios te salve, María
Llena eres de gracia;
El Señor es contigo;
Bendita tú eres
Entre todas las mujeres,
y bendito es el fruto
de tu vientre, Jesús.
Santa María,
Madre de Dios ruega
por nosotros pecadores,
Ahora y en la hora
de nuestra muerte.
Amen.
4. La Señal de la Cruz
Por la señal de la Santa Cruz
De nuestros enemigos
Líbranos Señor
Dios Nuestro
En el nombre del padre, del hijo y
Del espiritu santo
Amén Jesús
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5. Oración de Cuaresma
Señor Mío Jesucristo,
Dios y Hombre
verdadero.
Que moriste por mi amor,
clavado en la cruz.
Me peza (Fist over heart)
de haberte ofendido te ofrezco
no volverte a ofender.
6. Oración de Gracias
Señor te damos gracias
por nuestra comida,
Y por el bienestar de todos,
de nuestra familia,
de nuestras maestras,
de nuestros amigos,
por todo, gracias Señor.
7. Oración de Kindergarten
Con Dios Me Acuesto,
Con Dios Me Levanto
Con La Gracia De Dios
Y Del Espiritu Santo
Amen
34
SONGS
1. Adios Amigos.
Ya me voy.
Me dio mucho gusto,
de estar con ustedes
Adios, Adios
Adios, Adios
2. La Despedida
Adiós, queridos amigos
Que les vaya muy muy bien,
Adiós, queridos amigos
Y cuídense también.
3. Silent Night/Noche de Paz
Silent night! Holy night!
All is calm, all is bright.
Roud yon Virgin Mother and Child.
Holy Infant so tender an mild.
Sleep in heavenly peace,
Sleep in heavenly peace.
Noche de Paz. Noche de amor.
Todo duerme al rededor,
Y las estrellas en el cielo azul
Todas adoran al niño Jesús.
Brilla la estrella de paz,
Brilla la estrella de paz.
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4. Campana Sobre Campana
Campana sobre campana, Y sobre campana una.
Asómate a la ventana, Verás al niño en la cuna.
(refrain) Belén, Campanas de Belén, Que los ángeles tocan.
¿Qué nuevas me traen?
Recogido tu regalo, ¿a dónde vas pastorcito?
Voy a llevar al portal, requesón, manteca y vino.
(refrain)
Campana sobre campana, Y sobre campana una.
Asómate a la ventana, Verás al niño en la cuna.
(refrain)
Recogido tu regalo, ¿a dónde vas pastorcito?
Voy a llevar al portal, requesón, manteca y vino.
(refrain twice) Belén, Campanas de . . . . . . . . . . . .
Recogido tu regalo, ¿a dónde vas pastorcito?
Voy a llevar al portal, requesón, manteca y vino.
Belén Campanas de Belén, Que los ángeles tocan.
¿Qué nuevas me traen?
36
5. En Belén ¿Qué Paso?
En Belén, ¿Qué paso? ¿Qué pasó en Belen?
Un burrito llevó a María y José.
A María y José, a María y José.
Un burrito llevó a María y José.
En Belén, ¿Qué paso? ¿Qué pasó en Belén?
Es el niño Jesús que nació en Belén.
Es el niño Jesús, es el niño Jesús,
Es el niño Jesús que nació en Belén.
6. Cascabeles
Oh, qué felicidad, Caminar en un trineo!
Por los bosques que lindos y se ven.
Nos paseamos con gritos de alegría,
Y cascabeles argentinos caminamos.
Cascabeles, cascabeles, Tra la la la la!
Qué alegría todo el día, Tra la la la la la! (Repeat)
37
7. Los Peces En El Rio
La Virgen se está peinando
Entre cortina y cortina
Sus cabellos son de oro
Y el peine de plata fina.
The Virgin is combing her hair
between the curtains
Her hairs are of gold
And the comb of finest silver.
Coro:
Pero mira como beben los peces en el río
Pero mira como beben
Por ver a Dios nacido
Beben y beben
Y vuelven a beber
Los peces en el río
Por ver a Dios nacer.
Chorus:
But look how the fishes in the river drink
But look how they drink
In order to see God born.
They drink and they drink
and they return to drink
The fish in the river
In order to see God born.
La Virgen lava pañales
Y los tiende en el romero
Los pajarillos cantando
Y el romero floreciendo
The Virgin washes diapers
and hangs them on the rosemary
the birdies singing
and the rosemary flowering.
Pero mira como beben . . . . . .
La Virgen se está lavando
Con un poco de jabón
Se le han picado las manos
Manos de mi corazón.
The Virgin is washing herself
with a little a bit of soap.
her hands have been irritated
The hands of my heart.
Pero mira como beben . . . . . .
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8. De Colores
De colores, de colores
se visten los campos
en la primavera.
los polluelos, los polluelos
con el pio,
Pio, pio, pio, pi.
De colores, de colores
son los pajaritos
que vienen de afuera.
Y por eso los grandes
amores de muchos colores
Me gustan a mi.
De colores, de colores
es el arco iris
que vemos lucir.
Y por eso los grandes
amores de muchos
colores me gustan a mi.
(se repite)
Canta el gallo,
canta el gallo
con el quiri, quiri,
quiri, quiri, quiri.
La gallina, la gallina
con el cara, cara,
cara, cara, cara.
.
39
Kindergarten
1. Pumpkin Riddle
Calabaza, calabacita,
Redonda y Gordita,
¿Dónde tienes la carita?
¡Aquí está! ¡Aquí está!
2. Soy La Bruja
Soy la bruja, Soy la bruja
¿Qué eres tú? ¿Qué eres tú?
Soy el gato negro, El espanto blanco
¡Uy, Uy, Uy! ¡Uy, Uy, Uy!
Soy la araña, Soy la araña
¿Qué eres tú? ¿Qué eres tú?
Soy la calabaza, el esqueleto blanco
¡Uy, Uy Uy! ¡Uy, Uy, Uy!
3. La Araña Pequeñita
La araña Mediañita
Subio, Subio, Subio
Vino la lluvia y se la llevo.
Salio el sol y todo lo seco.
Y la araña Mediañita
Subio, Subio, Subio. (can do a verse with la arena grande and la arena pequeñita)
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4. Diez Calabazas
Uno, dos, tres, calabazas
Cuatro, cinco, seis, calabazas
Siete, ocho, nueve calabazas
Diez calabazas son.
Diez, nueve, ocho, calabazas
Siete, seis, cinco calabazas
Cuatro, tres, dos calabazas
Una calabaza es.
5. Cinco Calabacitas Sentadas En Un Portón
Cinco Calabacitas sentadas en un Portón
La primera dijo ¡Se esta haciendo tarde!
L segunda dijo ¡Hay brujas en el aire!
La tercera dijo ¡Pero no importa!
La cuarta dijo ¡Es una noche de espantos!
La quinta dijo ¡corremos y corremos!
Uh u u u u u hizo el viento, y se apago la luz!
Y las cinco calabacitas, ¡rodaron y rodaron y rodaron!
6. Jesús Ama a Los Niños
(Jesus Loves the Little Children)
Jesús ama a los niños,
Todos los niños del mundo,
Rojo, moreno, negro, blanco.
Son preciosos en su luz.
Jesús ama a los niños
del mundo.
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List of Spanish Resources
TEXTBOOKS
1. TPR Storytelling by Todd McKay (www.TPR_world.com)
2. Cuéntame by Carol Gaab—TPRS book for grades 3 and up (www.TPRSpublishing.com)
3. Cuéntame Más by Carol Gaab—TPRS book for grades 5 and up (www.TPRSpublishing.com)
4. Hola, Niños by Carol Gaab—TPRS book for grades K-2 (www.TPRSpublishing.com)
5. Teach them Spanish series—McGraw—Hill Grades K-5 Jonathan’s
6. Vamos a Jugar! Reproducible Games for Spanish Elementary Classes –Teacher’s Discovery Catalog
7. Let’s Have Fun with Spanish Culture—Shirley Best—Teacher’s Discovery Catalog
8. Basic Spanish Games and Activities—Deb Scott—Teacher’s Discovery Catalog
9. Ultimate Tips Book for the Foreign Language Teacher
10. Interactive Spanish: Lessons for Early Learning—Carl Lubiner
11. Bienvenidos—Cynthia Downs and Terry Becker
12. Spanish Is Fun – Second Edition Heywood Wald, PhD
13. ¡Avancemos! – McDougal Littell—6th-8th grade
14. Sonrisas Spanish School—Blue and Brooks Lindner—Kindergarten
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Textbooks Continued
15. Spanish Elementary Level 1 –McGraw-Hill
16. Building Spanish Vocabulary Level 1—Carson-Dellosa
17. Little Stories for Little Readers (In English and Spanish)—Carson-Dellosa
18. Hispanic Games and Rhymes—Pre-K-2—Cynthia Downs and Gloria Erickson (Instructional Fair)
19. Don Quijote in America, Plays in English and Spanish—Grades 1-6—Resurrección Espinosa
20. Multicultural Education Series Discovering Spain, Discovering Mexico—Hayes
21. Hands-on Heritage Mexico Activity Book—Mary Jo Keller
22. Utilizing Games and Cooperative Learning Activities in the Classroom—Lisa Moore and Eva White—Teacher’s Discovery
23. Games and Activities for Individual White Boards—Pam Fedie Chalus—Teacher’s Discovery
24. Month-by-Month Spanish Write and Read Books—Veronica Robillard—Scholastic
MATERIALS FOR SPANISH SPEAKERS
1. Misterio Y Pavor 13 Cuentos—Douglas R. McKay—Grades 6-8
2. Easy Spanish Reader—William T. Tardy
3. Composición de Oraciones—Grade 1-3—Ruth Solski—On the Mark Press
4. Bilingual Reading Comprehension—Grades 1, 2, 3—Frank Schaffer Publication
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MUSIC
1. Sing, Dance, Laugh and Eat Tacos (I, II, III) CDs by Barbara MacAurthur available at www.teachersdiscovery.com
2. Tune into Español by Uwe Kind—CD available at www.uwekindinternational.com
3. Diez Deditos (Play Rhymes and Action Songs from Latin America) José Luis Orozco
4. Canciones En Movimento Let’s Say It With Music(TPR songs in Spanish)
5. Piñata Bilingual Songs for Children by Sarah Barchas
6. De Colores and Other Latin-American Folk Songs for Children by José Luis Orozco
7. Lirica Infantil con Jose Luis Orozco, Letras, Numeros Y Colores—Jose Luis Orozco (Songbook and CD)
VIDEOS
1. Professor Parrot Speaks Spanish (grades K-2nd)
2. Hola Amigos (grades K- 4th)
3. Fiesta (K – 2nd)
4. Families of Mexico (grades K-4th)
5. Kids Explore Mexico (grades K- 4th)
6. The Adventures of Don Quixote (Animated grades K-4th)
7. Don Quixote (grades 3-8th)
8. Spain (grades 3-8th)
9. Daniel and the Towers (grades 3-8th)
10. Gryphon (Grades – 3-8th)
11. The Young Bullfighter (grades 5-8th )
12. Maricela (grades 7th & 8th)
13. The Legend of the Christmas Flower (animated Grades K-4th)
14. Selina (grades 7th & 8th)
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WEBSITES
1. http://jc-schools.net/tutorials/PPT-games/--powerpoint
Games of jeopardy, password, weakest link, millionaire
2. http://www.myspanishteacher.org/resources.htm
Links to PowerPoint presentations and activities for weather, body parts, clothing, alphabet, maps, culture and food.
3. http://www.langwitches.org/
Ideas for technology integration in the foreign language classroom.
4. http://kids.nypl.org/reading/Childrensebooks.cfm
Books to download and read online. Tumblebooks is especially good.
5. http://www.tprstorytelling.com/catalogue.htm
Site to buy books and information related to TPRS.
6. http://www.lingolex.com/christmas.htm
Christmas words in English and Spanish
7. http://www.teachersdiscovery.com
Great resource for books, games and activities
8. http://puzzlemaker.com
Discovery Education’s site allows you to create 10 different types of puzzles for students to do.
9. http://www.azcentral.com/ent/dead
Information packet on Day of the Dead activities
10. www.cortland.edu/flteach/flteachers.html#spanish
Links to various foreign language web sites.
11. www.4teachers.org
Website for teachers integrating technology in the classroom
45
Websites Continued
12. www.clta.net/lessons
Listing by level of worksheets available for download for Spanish classes.
13. http://tpduggan.triod.co/powerp.htm
PowerPoint presentations on a variety of Spanish topics
14. www.mexonline.com
Cultural information
15. www.navidadlatina.com
Information about celebrating Christmas in Hispanic countries
16. http://www.uni.eu/becker/Spanish3.html#spain
Links to various Spanish websites
17. http://www.faustosgallery.com/milagros/
Cultural information about Milagros. Can be used for All Saints Day.
18. http://www.elboricua.com/BoricuaKids.html
Website with information on Puerto Rico
46
CHILDREN’S STORYBOOKS
1. Mañana Iguana—days of the week
2. Night of Las Posadas—Tomie de Paola
3. Legend of the Poinsettia—Tomie de Paola
4. The Lady of Guadalupe—Tomie de Paola
5. Too many Tamales--Christmas
6. Oso Pardo, Oso Pardo, ¿Qué Ves Allí?—colors
7. The Day It Snowed Tortillas (Holiday Tales) – Joe Hayes
8. Diego – Jeanette Winter
9. Mexico – Karen Jacobsen
10. The Story of Ferdinand – Robert Lawson
11. La Gallinita Roja – Lucinda McQueen
12. Amelia’s Road – Linda Jacobs Altman and Enrique O. Sanchez
13. Los Tres Pequeños Jabalíes – Susan Lowell
14. Erandi’s Braids – Tomie de Paola
15. The Tortilla Quilt – Jane Tenorio-Coscarelli
16. The Bossy Gallito – Lucía M. González
17. Carlos and the Squash Plant – Jan Romero Stevens
18. A Gift For Abuelita Celebrating the Day of the Dead – Nancy Luenn
19. Pablo Remembers the Fiesta of the Day of the Dead – George Ancona
20. The Spirit of Tío Fernando A Day of the Dead Story – Janice Levy
21. La Llorona The Weeping Woman – Joe Hayes
22. Mis Cinco Sentidos—The Five Senses
23. Pollito Pequeñito Cuenta Hasta Diez—Margaret Friskey and Catherine Evans (counting one to ten)
24. Family Pictures—Carmen Lomas Garza—Cultural
25. the Invisible Hunters—Stories from Central America—Cultural
26. The Woman Who Outshone the Sun—Culture—Mexico
27. Latino Read-Aloud Stories—Maite Suarez-Rivas—Cultural
28. Farolitos for Abuelo—Edward Gonzales—Christmas
29. Atariba and Niguayona—Culture Puerto Rico
47